CDS Regulations

Vector_Child_0000005With recent questions about what appears to be a delay in getting services or just getting the screening scheduled through CDS here are current informational pieces that should help us as providers support the children in care and their families that are looking at the need for early intervention.

From: http://www.maine.gov/doe/cds/families/referrals/index.html

Within three business days of receiving the referral, a representative from the CDS regional site serving the town in which the child resides will contact the parent/guardian to gather more information and discuss the concerns, provide information about CDS and determine the family’s interest in scheduling any screenings or evaluations to determine if the child is eligible for services.

From: http://www.somepa.org/pdfs/Book2final.pdf

Referral –
A referral is a request that a child be screened and evaluated to see if services might be appropriate. Referrals usually are based on a physical or developmental concern about the child, and are usually made by parents, doctors, and personnel from Head Start, preschool, public health, or other human service agencies. Parental consent is not required for a referral, but is required for screening, evaluations, and services. Any child, from birth to school-age 5 may be referred to the Child Development Services (CDS) for possible early intervention or special education services. School-age 5 includes children who are 5 or turning 5 by Oct. 15 of their kindergarten year. After receiving a referral, CDS has 45 days to determine the eligibility and implement an IFSP for a young child (birth to age 3, Part C). Upon receipt of the parents’ written consent to evaluate a child age 3-5 (Part B), CDS has 60 days to evaluate and determine the child’s eligibility for special education and related services. After eligibility is determined, the CDS has another 30 days to develop and implement an IEP.

Screening –
The screening may conclude that there are no immediate reasons for concern; the results are inconclusive and the child should be re-screened; or there are areas of concern, warranting a more in-depth evaluation. Regardless of screening results, a parent may request an evaluation to determine if their child is eligible for early intervention or special education services. In fact, parents may request an evaluation from CDS at any time after a referral, whether or not their child has been screened.

Part B For children age 3 through 5 (Part B), evaluations must include formal assessment, parent input, and, if possible, observation of the child in an educational setting with typically developing peers. The evaluation must take into account cultural differences of the child, in other words be culturally sensitive.16 12/22/09 From the date the CDS site receives the parents’ written consent to evaluate, the CDS has 45 school days to evaluate and determine eligibility. CDS or the school district has another 30 school days after eligibility is established to develop and implement an Individualized Education Program (IEP).

CCIDS Growing Ideas Tipsheet Resources

CCIDS reviews and adds new resources and materials on a regular basis to the Growing Ideas Tipsheet website to keep the information current and to share new materials with others in the field. Please take the time to visit the site often. These resources are free and can be accessed at http://ccids.umaine.edu/resources/ec-growingideas/

We are always interested in your thoughts and suggestions about our resources. Please feel free to contact:

CCIDS Linda Labas
Early Childhood Coordinator
Maine Head Start State Collaboration Office Director
Center for Community Inclusion and Disability Studies (UCEDD)
The University of Maine
225 Western Ave.
Augusta, Maine 04330

Here are a few of the new additions:

To the Friends and Feelings: Social-Emotional Development in Young Children Selected Resources ~
Under Articles and Tools:

  • Florez, I.R. (2011) Developing Young Childrenís Self-Regulation through Everyday Experiences. Young Children on the Web Retrieved from 
  • Bardige, M. Kori. (2008). Facilitating Friendships with Children on the Autism Spectrum in Inclusive Preschool Classrooms. Available online from the Head Start National Center on Quality Teaching and Learning.

To the Thoughtful Teaching: Developmentally Appropriate Practices Selected Resources ~
Under Articles and Tools:

  • Head Start National Center on Quality Teaching and Learning Research-Based Curricula Choosing A Preschool Curriculum (Fall 2014) This guide was designed to help programs make informed decisions about choosing a preschool curriculum and assuring high-quality implementation of the curriculum in their programs

To the Increased Access: Universal Design in Early Care and Education Selected Resources ~
Under Videos and Learning Modules:

  • The California Early Childhood Educator Competencies: Special needs and inclusion- 12 minute video  Published on May 1, 2014 This video addresses “Philosophy, Policies, and Practices,” “Developmentally and Individually Appropriate Practice,” “Collaboration with Families and Service Providers,” “Environmental Access, Universal Design and Adaptive Equipment.”

To Inclusive Early Childhood Education Selected Resources ~
Under Articles and Tools:

  • DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.  This is one of the core guiding documents on inclusion for EC professionals. (hot linkhttp://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf

 

Is Your First Aid Kit Complete?

Licensing requires us to maintain a first aid kit ~

13.4 First Aid kit and manual. The provider must have a First Aid kit and a current First Aid manual. The type and quantity of supplies are to be determined by current guidelines of the American Red Cross or other recognized health organization.

We have been made aware that this is an item that will be checked on during future visits, if not already being checked. th

The Red Cross recommends that all first aid kits for a family of four include the following:

  • 2 absorbent compress dressings (5 x 9 inches)
  • 25 adhesive bandages (assorted sizes)
  • 1 adhesive cloth tape (10 yards x 1 inch)
  • 5 antibiotic ointment packets (approximately 1 gram)
  • 5 antiseptic wipe packets
  • 2 packets of aspirin (81 mg each)
  • 1 blanket (space blanket)
  • 1 breathing barrier (with one-way valve)
  • 1 instant cold compress
  • 2 pair of non-latex gloves (size: large)
  • 2 hydrocortisone ointment packets (approximately 1 gram each)
  • Scissors
  • 1 roller bandage (3 inches wide)
  • 1 roller bandage (4 inches wide)
  • 5 sterile gauze pads (3 x 3 inches)
  • 5 sterile gauze pads (4 x 4 inches)
  • Oral thermometer (non-mercury/non-glass)
  • 2 triangular bandages
  • Tweezers
  • First aid instruction booklet

We understand that state licensing will be working from the Red Cross List. With our work with children across a large age range, these other  lists offer some additional ideas that might be good to have on hand, if not in the kit. I know I’ve used my eye wash cup more than the triangle bandages. Playing in a sandbox means sand in young eyes. Those small LED flashlights work great for spotting splinters.

Link for American Heart Association First Aid Kit suggestion. (pdf)

Link for Mayo Clinic First-aid kits

KidsHealth recommends a first aid kit contain:

  • first-aid manual
  • sterile gauze pads of different sizes
  • adhesive tape
  • adhesive bandages in several sizes
  • elastic bandage
  • a splint
  • antiseptic wipes
  • soap
  • antibiotic ointment
  • antiseptic solution (like hydrogen peroxide)
  • hydrocortisone cream (1%)
  • acetaminophen and ibuprofen
  • extra prescription medications (if the family is going on vacation)
  • tweezers
  • sharp scissors
  • safety pins
  • disposable instant cold packs
  • calamine lotion
  • alcohol wipes or ethyl alcohol
  • thermometer
  • tooth preservation kit
  • plastic non-latex gloves (at least 2 pairs)
  • flashlight and extra batteries
  • a blanket
  • mouthpiece for administering CPR (can be obtained from your local Red Cross)
  • your list of emergency phone numbers
  • blanket (stored nearby)

FEMA recommends:

Knowing how to treat minor injuries can make a difference in an emergency. You may consider taking a first aid class, but simply having the following things can help you stop bleeding, prevent infection and assist in decontamination.

  • Two pairs of Latex or other sterile gloves if you are allergic to Latex
  • Sterile dressings to stop bleeding
  • Cleansing agent/soap and antibiotic towelettes
  • Antibiotic ointment
  • Burn ointment
  • Adhesive bandages in a variety of sizes
  • Eye wash solution to flush the eyes or as general decontaminant
  • Thermometer
  • Prescription medications you take every day such as insulin, heart medicine and asthma inhalers. You should periodically rotate medicines to account for expiration dates.
  • Prescribed medical supplies such as glucose and blood pressure monitoring equipment and supplies

Non-prescription drugs:

  • Aspirin or non-aspirin pain reliever
  • Anti-diarrhea medication
  • Antacid
  • Laxative

Other first aid supplies:

  • Scissors
  • Tweezers
  • Tube of petroleum jelly or other lubricant

Don’t have a kit where supplies are gathered? You can buy one, but it’s easy to make one. First choose a container that is roomy, durable, easy to carry, and simple to open. Plastic tackle boxes or art supplies containers are good choices. They’re lightweight, have handles, sectioned for easy of use and offer a good amount of space.

As we get into developing our Emergency Preparedness plans we may also want to be looking at Emergency Supply Kits. Here is the direct link to the CDC site on this.

State Child Care Search Site

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The most current database of certified child care programs across the state is the State of Maine Child Care search site: childcarechoices.me

The recommended process to get a complete listing of all programs is to search by town.

If you check off any of the specific care boxes only facilities that are part of the Quality Rating System will show up.

With the boxes unchecked all licensed facilities are listed and show up on the map.

 

 

Curriculum Themes

Always on the lookout for theme ideas that work together. Finding the Teachable Moments has a really complete listing for week-by-week lessons for a school year.

themes

Some theme suggestions have links to the unit of study. Some are just a starting point. Finding the Teachable Moments has Pinterest boards with ideas gathered for the different themes. 

Also like how she points out that even with the weekly themes there were times that the interests of the children sent them in other directions for study. 

Follow the posting farther and you have links to other theme listings and ideas for general themes to have ready for any time the interest is there. 

Most resources are free.

New Idea Resource

Every meeting finds us sharing suggestions for activities with each other, whether planned or stemming from a question raised. As part of supporting the quality work we all do with children’s and taking advantage of today’s technology a Pinterest acct has been opened.

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The boards can be followed for those that have personal acct. or accessed through in the blog sidebar for those that do not. These boards are developing to serve as a resource collection, a quick place to go for ideas and directions, curriculum development, and inspiration.

If you have a specific area of interest you would like to see ideas gathered for or around, please leave a comment.

The Power of Blocks

blocks

We all know that blocks are a key toy in any early childhood play space.They allow children of all ages and abilities to express their imagination in the open-ended play blocks allow.

This year marks the 100th anniversary of the development of the unit block by Caroline Pratt.

Community Playthings celebrates this in their current issue of Collage. Explore the many articles and resources they have pulled together.

Teacher Rewards

If you work with children it’s a pretty sure bet that you are always looking for ways to control your supplies budget.

Here are some programs you may not be partaking of. Check them out to see if they fit for you. If you know of any others please pass the information along in a comment to be shared with the group.

joann

Can sign-up online and complete instore or do it all instore. Need state license and photo ID.

Program Benefits

  • Free Teacher Rewards discount card for 15% off every purchase* from September 1 to August 31. (*Excludes remnants, patterns, gift cards and previous purchases.)
  • Bonus coupon for 20% off any one total purchase when you enroll or re-enroll in the program.
  • More of our popular, money-saving coupons as a Jo-Ann Preferred Customer.
  • Personal notice of the latest sales offers, crafting trends & inspiration.

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michaels

Michaels

Needs to be done instore – proof that you have an educational business that works with children – our state license is suppose to work with ID.

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barnes noble

Save 20% off the publisher’s list price on all purchases for classroom use* (*Exclusions may apply)

Get up to 25% off the publisher’s list price during Educator Appreciation Days

Receive valuable email offers and information on special Educator events

B&N doesn’t list Early Childhood out separate, but worth asking as they do for homeschooling families. FAQ answered here.

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lakeshore

No local stores (closest is Mass.), but online. Application here.

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The Container Store has a program that runs through Dec. 31, 2013. 15% off every purchase both instore and online.

Check it out here.

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For Staples Reward Members who have it set up with their program information there will be special Teacher Blitz programs. Staples also matches prices and does $2 store credit per ink cartridge returned/recycled there.

staples

When you sign up, you’ll earn 5% back in rewards, and an extra 5% back in rewards on teaching and art supplies. Plus, get free shipping on every staples.com® order.

 

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Books-A-Million
Certain brick-and-mortar locations grant teachers a 20-percent discount on most purchases just for asking. Call ahead to be sure your local store honors the discount and, if they don’t, see if they offer a compromise.
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Apple Store
The House of Jobs is surprisingly generous to teachers, offering 5-percent off all in-store purchases with proof of employments as an educator. This includes librarians, home schoolers and university profs.

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Lenovo
Teachers earn 5-percent off any purchase from the computer connoisseurs at Lenovo simply for being, well, themselves. Call Customer Service at 1-866-968-4465 to apply the discount.

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biglots

Surprised to think teacher discounts here? Buzz Club Rewards are for everyone who signs up, but there are special promotions for teachers. Check the box if sign up on line.

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Join PBS LearningMedia. Not only do you save 10% at ShopPBS, but you also have access to PBS resources and content.

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A.C. Moore Rewards Program

  • Earn 10 Points for every dollar spent on merchandise at A.C. Moore retail locations.
  • Earn Double Points for purchases of $100 dollars or more. Some restrictions apply.
  • Earn $10 Rewards Certificate for every 2000 points.

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Nutrition Resource

Free online resource targeted for CACFP Child Care Providers caring for children 2 through 5 years old, but available in PDF for anyone looking for support  when planning meals and activities for children ages 2 through 5 years old.

nutritionandwellness Nutrition & Wellness Tips for Young Children: Provider Handbook for the Child and Adult Care Food Program

Individual sections and tip sheets can be downloaded.

Click this link: http://teamnutrition.usda.gov/Resources/nutritionandwellness.html

When Your Child Comes Home Messy

WHEN YOUR CHILD COMES HOME MESSY  th

Red paint in the hair? Blue paint on the jeans?
Sand in the shoes? Peanut butter on a favorite shirt?
White socks that look brown? Sleeves a bit damp?

YOUR CHILD PROBABLY….

worked with a friend
solved a problem
created a masterpiece
negotiated a difference
learned a new skill
had a great time
developed new language skills

YOUR CHILD PROBABLY DIDN’T….

feel lonely
become bored
do a repetitive task that is babyish
do worksheets that are too easy
do sit down work that is discouraging

YOU PROBABLY….

paid good money for those clothes
will have trouble getting the red paint out
are concerned the caregiver isn’t paying enough attention to your child

YOUR CAREGIVER PROBABLY….

was aware of your child’s special needs and interests
spent time planning a challenging activity for the children
encouraged the children to try new things
was worried you might be concerned

Young children really learn when they are actively involved in play…not when someone is talking to them. There is a difference between “messy” and “lack of care.” Your caregiver made sure your child was fed, warm, offered new skills and planned messy fun things to do because that’s how your children learn!

Send your child in clothes that can get dirty! Keep extra clothes at the site for the times when the child gets really messy. But remember, your children need time to be kids.

~~~Author Unknown~~~